The relationship doctoral students develop with their advisor is reputed to be one of the most important of their graduate education. Research shows that advisors play a critical role in many aspects of the doctoral degree process. However, the literature is sparse regarding doctoral students' perceptions of the positive and negative attributes of their advisors. We address that gap by identifying several recurring themes that emerged from a qualitative content analysis of open-ended survey responses from doctoral students regarding their advising experiences. Students spoke most positively about advisors who were accessible and helpful as well as socializing and caring. Conversely, they identified being inaccessible, unhelpful, and uninterested as negative attributes of advisors. We offer implications for advisors and advisees.
Author notes
Benita J. Barnes earned her PhD in higher, adult, and lifelong education from Michigan State University and is currently assistant professor in Educational Policy, Research, and Administration at the University of Massachusetts Amherst. She also serves as the Higher Education Administration Concentration Coordinator. Her research interests include doctoral education, the Millennial generation, women in higher education, and student identity development. She can be reached at [email protected].
Elizabeth A. Williams earned her PhD in Sociology at the University of Massachusetts Amherst and is currently Associate Coordinator of the Student Assessment, Research, and Evaluation Office. She also serves as a faculty member in the Higher Education Program. Her research interests include college students' social-sexual attitudes and behaviors, campus climate for diversity, and survey research methods. She can be reached at [email protected].
Shuli Arieh Archer is a doctoral student of Education Policy and Leadership at the University of Massachusetts Amherst. She is an instructor for Student Bridges, a student-led outreach program promoting college access and success. Her research interests include college access and success, service learning, and student identity development. She can be reached at [email protected].